Download In light of the Spring Arbor University Concept, the Department... Science (which is responsible for the History, Political Science, and...

In light of the Spring Arbor University Concept, the Department of History, Geography and Political
Science (which is responsible for the History, Political Science, and Social Studies specialty areas)
affirms the liberal arts tradition. In our history curriculum we intend to aid students in gaining a
comprehensive understanding of the development of human societies in time and place. Our
geography curriculum provides students with tools to understand both our natural and human
surroundings. Our politics curriculum offers analytical and critical appraisals of human organization.
Finally, our social studies curriculum integrates all of the individual disciplines. In all of these fields, we
seek to create a collegial environment through participatory learning; through the integration of faith
and learning, the history department nurtures responsible leadership in the world; and through a
focus on written and oral communication, the department prepares students to be able to seek
balance and wisdom in their participation in the modern world.
Philosophy, Rationale and Objectives
The curriculum requires acquaintance with all the major geographic regions normally covered in a
college history major or minor: the United States, Europe, and the non-Western world. Thus, students
will develop an understanding of the heritage of American society, of Western Civilization, and the
unfolding of world cultures and the interrelatedness of all cultures. Through a variety of learning
methods, including extensive reading in primary and secondary sources, writing analytical and
evaluative essays and term papers, class discussions of public issues, role-playing, oral reports, and
the mastery of information in maps, graphs, charts, and the internet students will gain the knowledge
and tools to be continuing students, able to read with discrimination, to write persuasively and
cogently and to think critically and divergently. They will be equipped to teach students at the
elementary and secondary levels the content and skills to use historical knowledge to understand the
past and present and to make informed decisions as intelligent citizens.
On an immediate and practical level, the history and social studies majors and politics minor will
enable Spring Arbor University graduates to pass the state-mandated content area examination in
history, social studies and politics required of all beginning teachers. Because our graduates have
passed the examination at approximately the same rate as history majors and minors at colleges and
universities throughout the state of Michigan, we feel confident that we are adequately preparing them
to teach history in the public and private schools.
As perhaps the most comprehensive of the liberal arts, the history program fully supports and
enhances the mission of Spring Arbor University as “an evangelical Christian university affiliated with
the Free Methodist Church, [ ] committed to excel in liberal arts, professional, and graduate studies.”
The history major and minor significantly aid the university in achieving its mission through educating
students who “possess the knowledge and abilities to contribute effectively to society, display personal
compassion and integrity, think critically as Christians across disciplinary and cultural boundaries, and
commit themselves to serving God and others.”
Consistency with the Philosophy, Rationale and Conceptual
Framework of the Unit
The social studies and history majors and politics minor are fully consistent
with the philosophy, rationale and conceptual framework of the School of
Education of Spring Arbor University, which consists of eleven domains of
effective teaching centered on the Spring Arbor Concept, portrayed on the
right.
Content Knowledge in history is the responsibility of the Department of
History, Geography and Political Science within the Michigan Curriculum
Framework. Instruction and Technology and Diversity are shared
responsibilities, although the School of Education plays the predominant role.
Assessment is shared about equally. Management and Organization and
Student-Teacher-Parent Interaction are largely the responsibility of the School of Education. All other
areas are primarily addressed through the professional education program and reading course(s). The
School of Education and the academic departments are in continual communication with each other
and are both represented on the University’s Academic Senate that establishes educational policy and
approves curricular change.
Sequence of Courses and Experiences
History
The sequence of courses required for the history major and minor begin with HIS 121 and 122,
History of Civilization I and II, which introduce the student to the basic chronology and periodization
of world history, including both Western and non-Western civilizations; surveys the major movements,
events and personalities; presents the core concepts of culture and civilization; and includes the major
components of historical study, such as politics, economics, society, religion, and intellectual and
cultural endeavors. The historical ways of knowing through collection, selection and evaluation of
primary sources and the shaping of facts into analytical and synthetic narratives are introduced to
students at this level, although they are not required to use primary sources.
The next courses in the history sequence are normally HIS 141 and 142: introductory courses in
United States history. Students are introduced not only to the facts of history, but to a variety of
interpretations and to an understanding that although historical research entails the careful gathering
and evaluation of data (“facts”), interpretation is usually value-laden and needs to be discerned by the
careful reader or listener.
After taking the basic courses in world civilizations and United States history, students majoring in
history choose electives among the upper-division courses in European history, U. S. history and nonWestern history, and must include at least one from each of those three geographical areas. Most of
these courses focus upon a narrower chronological framework to provide for more detailed study of
particular epochs, although the non-Western courses are organized by geographical areas - Asia,
Africa, and Latin America, Russia and the newly independent states and the Middle East. Many of
these courses make greater use of primary sources and present a variety of conflicting interpretations
of historical movements and events. This is especially true of the required senior capstone/seminar
course for majors, HIS 480. History minors take electives to total 24 hours. Because the Michigan
standards for history majors and minors now include basic knowledge of geography, political science
and economics, Spring Arbor University now requires all history majors and minors who certify to
teach to take the following additional courses: GEO 221 – Introduction to Geography; POL 213 –
American National Government; and one of the following: ECN 101 – Introduction to Economics, ECN
201 – Principles of Economics (Macroeconomics), or ECN 323 – Economics of the Third World.
Social Studies
Social Studies majors also take the U.S. history and World Civilization courses, at which point they
may choose the comprehensive major when they will take electives defined by the history major
above, HIS 361 – Michigan History, and HIS 480 or 422 – senior capstone courses. To complete the
requirements for Social Studies certification, they will also take courses for geography mastery: CPS
206 – Geographic Information Systems and GEO 221 – Introduction to Geography; courses for
economics mastery: ECN 101 – Introduction to Economics and ECN 201 – Principles of Economics; and
courses for mastery of political science: POL 213 – American National Government, POL 311 –
Comparative Government and a politics elective of their choosing.
Beyond the geography, politics, and economics portions of the social studies comprehensive major
above, social studies majors who choose the group major are only expected to take the world
civilization courses and American history courses plus HIS 361 – Michigan History.
Political Science
Politics minors certifying to teach must take POL 213 – American National Government, POL 236 –
Christianity and Politics, POL 311 – Comparative Government, POL 316 – Western Political Thought
and other electives adding to 20 hours. Furthermore, they must complete support courses ECN 101 –
Introduction to Economics, ECN 201 – Principles of Economics, ECN 323 – Economics of the Third
World, GEO 221 – Introduction to Geography and one semester of the American history survey HIS
141 or 142.
Extracurricular
Two programs have involved history and social science majors in ways that have broadened and
deepened their understanding of the contemporary world and the ways in which involvement is
possible. The Model Arab League, led by Professor David Rawson has involved about ten students a
year in researching the political positions of one of the member states and participating in a three-day
simulation of a meeting of the Arab League General Assembly and its various committees. Dr. Mark
Correll leads a Model United Nations Security Council for students from regional high schools, which
also involved about ten Spring Arbor students in planning and running the sessions. A successful
Model U. N. has been held in March from 2005 to 2010 and another is planned for spring of 2011.
Candidates who are taking the comprehensive social studies major are required to do either one of
these.
Variety of Instructional Approaches
As instructors we hope to model the different methods of inquiry and a variety of instructional
approaches to address the various learning styles of our students. We make substantial use of
technology, such as video- and audio-cassettes, overhead projectors, PowerPoint, the internet and
Blackboard. Candidates for certification are more specifically prepared to use a variety of approaches
through the general methods courses taught by the School of Education and the two methods courses
that focus on teaching in the social studies, EDU 354 – Teaching Mathematics, Science and Social
Studies in Elementary School and EDU 344 – Teaching Social Studies at the Secondary Level. Both
courses require the application of content knowledge in site-based settings under the supervision of
certified teachers. Secondary candidates who have a major in History or Social Studies and a minor in
Political Science take EDU 336 - Teaching at the Secondary Level - as the methods class to focus on
political science. It should be noted that many of the teaching practices covered in Edu344 are
effective for most of the social studies, and therefore they are not subject-specific to only history.
However, history examples are included in the instruction for every method discussed. Just as the
social studies are interrelated, so the effective teaching practices for instruction in the various social
studies subjects are very much the same.
Candidates are also evaluated according to the way that they instruct students during methods class
and student teaching. Evaluation criteria for instruction used in methods class or student teaching are
quite numerous, and may be noted in the relevant sections of the pedagogical dispositions form and
the student teacher evaluation form. For the 2009-10 academic year, 99.9% of the student teachers
were rated as proficient most or some of the time by their cooperating teachers in the area of
instruction.
Differences between Elementary and Secondary Preparation
Spring Arbor University makes some distinction between social studies majors who prepare for
secondary education certification and those who prepare for elementary. At the secondary level there
are added requirements for world history, contemporary American history, and comparative
government. This is done in recognition that at the high school level, novice teachers may be teaching
focused classes in history or government that require more content preparation. In all cases students
are required to take some broad surveys of world and U. S. history, but have an opportunity to choose
among more specialized courses. In all cases students are required to take upper division work so that
they have opportunities to prepare an intensive research paper that puts them in the position of
thinking like an historian, economist, or political scientist.
The methods courses referenced in the previous paragraph provide adequate differences in approach
for the appropriate grade levels.
Secondary history methods is addressed in EDU 344 – Teaching Social Studies at the Secondary Level.
The following aspects of teaching History are specifically addressed:
1. Understanding the organization, scope, and sequence of the Michigan High School Content
Expectations (HSCEs) and Grade Level Content Expectations (GLCEs), which includes history,
among the other social studies disciplines. We specifically discuss how to incorporate
geography into the history classroom, since it is now included along with world history and
U.S. history at the high school level.
2. Using simulations and role plays to engage students in the history classroom. (Example: see
in the course syllabus "The King's M&Ms" - this is one of the simulations done in class)
3. How to infuse history lectures (a common practice in history classrooms) with activities that
keep students' attention. (Example: see in the course syllabus the reading "Lecture - Ten
Easy Ways...")
4. Creating dynamic introductions (anticipatory sets) that help students relate to the history to
be learned. (Example: see in the course syllabus the lesson plan Lesson Plan 4)
5. Using various multiple intelligences activities, like vocabulary window panes, mind maps, and
echoing to teach and review important history vocabulary and facts.
6. Effectively using oral histories (p.71), community resource persons (p.65), group investigation
(p.137), role-playing and simulations (p.149), and mnemonic and note-taking techniques
(p.270) in the history classroom. Page numbers refer to the first page of these sections in our
course text, "Teaching Social Studies in Middle and Secondary Schools", by Beal, et.al.
Students are required to write a history lesson plan using constructivist teaching practices, to get
them out of the mode of "stand and deliver." At least one history lesson plan will include a geography
component, encouraging the students to practice incorporating geography into their history
instruction. See the Unit Plan assignment and rubric in the course syllabus for more detail.
Diversity
Since the conceptual framework for the School of Education addresses diversity, students in all social
studies areas (elementary and secondary) receive extensive exposure to relevant issues in the
professional education sequence. The candidates are exposed to a variety of diversities, which include
but are not limited to: racial and cultural diversity, ethnic and socioeconomic diversity, gender and
sexual diversity, socially marginalized, English Language Learners (ELL), and those with special needs,
to name a few. Each candidate is required to take one course, entitled "The Diverse Learner" where
the principles and practices for working with these learners are addressed. Part of the course
requirement includes the completion of 30 hours of classroom observation and interaction, 15 hours in
various diverse setting (per the above list) and 15 hours in special needs classrooms. Our candidates
are supported during this experience as they learn firsthand some of the barriers to achievement
through students' life situations. During this course, candidates are also informed regarding
Individualized Education Plans (IEPs), Response through Intervention (RTI), and Differentiated
Instruction.
Key artifacts from this course include a structured set of field experiences and reflections upon the
ways teachers work with different diverse students, the compilation of a strategies notebook that the
students assemble for working with diverse learners, and readings, quizzes, and presentations over
the texts.
Spring Arbor University began to incorporate a multicultural perspective on American History in 1970
with the introduction of a course in black history, and instructors also seek to include coverage of
issues of Native America , Hispanic and immigrant cultures into the introductory courses. In 1980 the
university changed the introductory “Western Civ” course into “History of Civilization”, adding one
credit hour per semester and including a study of non-Western cultures. All instructors include
attention to women in history as major historical actors and to issues which affected women such as
the woman suffrage movement. Modern textbooks give much better coverage to gender equity in both
quantity and sensitivity to women’s roles in history. Concepts of gender history are also added to
upper division courses to introduce students to this lens of historiography.
Spring Arbor University has a cross-cultural requirement (COR 275) for all incoming freshmen. This
involves a 3-week course in another culture where students can gain firsthand knowledge of a culture
other than their own. It provides students with a basis for cultural comparison for the sake of
broadening their world-view, gaining appreciation for various cultural perspectives and assessing,
analyzing and articulating their own moral and cultural values.
Candidates are also evaluated according to the way that they work with diverse students during
methods class and student teaching. Evaluation criteria for diversity used in methods classes and
student teaching may be noted in the relevant section of the pedagogical dispositions form and the
student teacher evaluation form. For the 2009-10 academic year, 100% of the student teachers were
rated as proficient most or some of the time by their cooperating teachers in the area of diversity.
Multiple Methods of Assessment
Assessment is identified as one of the domains in the Conceptual Framework for Teacher Education,
and candidates are thoroughly acquainted with the topic by the time they complete their professional
preparation. A student who majors or minors in one of the social studies areas will encounter objective
and essay exams, oral reports, group projects, book critiques, essays based on primary sources,
research papers, and the opportunity to use PowerPoint and other audio-visual techniques. We believe
that this variety of approaches permits us to engage the multiple intelligences of our candidates for
teacher certification.
Towards the end of their program, in the course called Effective Teaching Strategies, candidates
develop an assessment "profile" that reveals their philosophy of assessment and best strategies.
During their student teaching, they also plan, execute, and report on a teacher work sample that
sandwiches pre- and post-intervention assessments of student learning around a unit of instruction.
Candidates are also evaluated according to the way that they assess students during methods class
and student teaching. Evaluation criteria for assessment used in methods classes and student teaching
may be noted in the relevant section of the pedagogical dispositions form and the student teacher
evaluation form. For the 2009-10 academic year, 99.8% of the student teachers were rated as
proficient most or some of the time by their cooperating teachers in the area of assessment.
Candidate Preparation
All candidates for each of the social studies specialty areas are required to pass the Michigan Test for
Teacher Certification for History (CC), Political Science (CD) and/or Social Studies (RX). The
departmental assessment plan indicates that 90% of candidates will demonstrate proficiency in the
specialty area by passing it on the first attempt.
The most recent MTTC data for the three-year cumulative data that is available is for the period from
2006-2009. The cumulative pass rate for History is 90.9% (N=22), for Political Science is 100.0%
(N=1), and for Social Studies is 72.2% (N=72). The rates for both History and Political Science are
above the State pass rate, but it is about 5 percentage points lower for Social Studies. Analysis of the
subscores in social studies shows candidate weakness in the areas of world civilizations and Michigan
history. The current course of study allows candidates to choose one of two courses in world
civilizations, and leaves Michigan history as an elective. However the current folio now has a twosemester requirement in World Civilization and a one-semester requirement in Michigan history. In
recognition of the emerging field of geographic information systems, a course in this area has also
been added to the requirements.
Starting in 2010-11, the School of Education and the Department of History, Geography and Political
Science began cooperating on a more comprehensive analysis of candidate performance on the MTTC.
Variables such as campus location, GPA in the major, gender, race/ethnicity, and whether the
candidate is a traditional undergraduate, a transfer student, or a post baccalaureate student will be
analyzed for effects. Some of the results from this study resulted in a new policy effective with the Fall
2012 student teachers that all secondary students majoring in History or Social Studies must pass the
MTTC subject area test in that area prior to the start of student teaching.